The Hunger Games Dilemma – 7728

The Hunger Games Dilemma – 7728

Summary

While watching The Hunger Games movie, I realized there was an abundance of genetically engineered and genetically modified organisms (GE/GMOs). Since GE/GMO’s are part of the Life Science curriculum, the thought occurred to me that I could use this highly popular young adult series to help engage my students during this part of the genetics unit. The students became immediately hooked and engaged for the lesson after having watched a video clip from the movie where the “Tracker Jackers” are introduced. After watching the clip, students logged into Edmodo where they replied to three anticipatory set questions hereby allowing for a public forum where the class could view and respond to the initial thoughts of their classmates.

Following the anticipatory questions, I introduced the main components of the lesson using a Flipchart. This flipchart informed the class that the producers of the Hunger Games were in need of more genetically engineered/modified organisms for the next movie and were wondering if this class could help develop these organisms.

Students worked in self-selected groups to complete student-lead research and develop questions focusing on the science and the ethics behind the creation of the GE/GMOs. The students were also responsible for creating their own GE/GMO to either be used in the next episode of Hunger Games movies, or develop one that would benefit the human population. The students prepared a short, but comprehensive, presentation based upon their research findings and shared their findings with the class. At the end of the two days, the students reflected on their work both individually and as a group through a peer evaluation housed in a Google Doc.

TIPC Ratings

Approaching/Target: Students were responsible for creating their own guided research questions. Students encourage to choose their own resources as they conducted their research and were not limited to a pre-determined set of search criteria. Students evaluated the credibility of the sources, and had to backup their findings with multiple sources. Much of the class took advance of the Google Research Panel in Google Docs while conducting their research. Students took research findings and synthesized to find information to their guided questions and address the task at hand.

Approaching: Students collaborated with each other through self-selected groups of three. Students chose the appropriate way to communicate, whether through GoogleDocs or Edmodo discussions. Each group created unique norms to ensure useful and valuable collaboration. Each group had to decided on roles/tasks that each student in the group was responsible for carrying out. Students had to peer evaluate each group member’s effort and contribution (individually as well as a group). Students also given the opportunity to conduct self-evaluation as well.

Developing: Students had a few overall fundamental questions to answer. Students were responsible for creating their own research questions. The overall task was meaningful and relevant to student life as we extended it further to identify real-life examples of GE/GMOs and had a discussion specifically on the use of GMO crops and the decline of the bee population.

Developing: Students were responsible for creating their own GE/GMO using their research findings. The created GE/GMOs were unique for each group but they all had to meet the specific objective of having a purpose in The Hunger Games or benefitting the overall human population.

Student Artifact

tracker

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Contents:

  • Lesson Plan
  • Rubric
  • Student Artifact

 

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